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Social Sciences and Humanities

D-Index
36
Citations
5509
World Ranking
6493
National Ranking
3139

Overview

Carol Sue Englert is affiliated with Michigan State University in the United States. Their research primarily spans the field of Psychology, with a focus on Developmental and Educational Psychology as well as related subfields such as Cognitive Neuroscience, Psychiatry and Mental Health, Education, and Statistics and Probability.

Their scholarly output includes contributions to several key topics related to developmental and behavioral studies. These topics include:

  • Autism Spectrum Disorder Research
  • Behavioral and Psychological Studies
  • Attention Deficit Hyperactivity Disorder
  • Reading and Literacy Development
  • Writing and Handwriting Education
  • Cognitive and developmental aspects of mathematical skills

Carol Sue Englert has published research articles in noted academic venues such as "Focus on Autism and Other Developmental Disabilities" and "Intervention in School and Clinic." Two recent papers exemplify their research efforts:

  • Teaching Early Learners With Autism to Follow Written Directions: Making Text Mediate Action to Promote Independence (2020), published in Focus on Autism and Other Developmental Disabilities
  • Strategy Instruction to Support Struggling Readers in Comprehending Expository Main Ideas (2020), published in Intervention in School and Clinic

Their frequent collaborators include Troy V. Mariage, with whom there are multiple coauthored works, and Joshua B. Plavnick.

Best Publications

  • Making Strategies and Self-Talk Visible: Writing Instruction in Regular and Special Education Classrooms:

    Carol Sue Englert;Taffy E. Raphael;Linda M. Anderson;Helene M. Anthony

  • Children's Developing Awareness of Text Structures in Expository Materials.

    Carol Sue Englert;Elfrieda H. Hiebert

  • From deficit thinking to social constructivism: A review of theory, research, and practice in special education

    Stanley C. Trent;Alfredo J. Artiles;Carol Sue Englert

  • Students' Metacognitive Knowledge about How to Write Informational Texts:

    Carol Sue Englert;Taffy E. Raphael;Kathleen L. Fear;Linda M. Anderson

  • Sensitivity to Text Structure in Reading and Writing: A Comparison Between Learning Disabled and Non-Learning Disabled Students

    Carol Sue Englert;Carol Chase Thomas

  • Creating Collaborative Cultures for Educational Change

    Carol Sue Englert;Kathi L. Tarrant

  • Scaffolding the Writing of Students with Disabilities through Procedural Facilitation: Using an Internet-Based Technology to Improve Performance:

    Carol Sue Englert;Yong Zhao;Kailonnie Dunsmore;Natalia Yevgenyevna Collings

  • Tenets of Sociocultural Theory in Writing Instruction Research.

    Carol Sue Englert;Troy V. Mariage;Kailonnie Dunsmore

  • An Analysis of Errors and Strategies in the Expository Writing of Learning Disabled Students

    Carol Chase Thomas;Carol Sue Englert;Stephanie Gregg

  • AWARENESS OF TEXT STRUCTURE IN RECOGNITION AND PRODUCTION OF EXPOSITORY DISCOURSE

    Elfrieda H. Hiebert;Carol Sue Englert;Sharon Brennan

  • Constructing Well-Formed Prose: Process, Structure, and Metacognitive Knowledge

    Carol Sue Englert;Taffy E. Raphael

  • Effective Direct Instruction Practices in Special Education Settings

    Carol Sue Englert

  • Writing Instruction From a Sociocultural Perspective The Holistic, Dialogic, and Social Enterprise of Writing

    Carol Sue Englert

  • Making Students Partners in the Comprehension Process: Organizing the Reading “Posse”

    Carol Sue Englert;Troy V. Mariage

  • Cognitive Tools for Writing: Scaffolding the Performance of Students through Technology

    Carol Sue Englert;Xiuwen Wu;Yong Zhao

  • Socially Mediated Instruction: Improving Students' Knowledge and Talk about Writing.

    Carol Sue Englert;Taffy E. Raphael;Linda M. Anderson

  • I Can Do It Better on the Computer: The Effects of Technology-Enabled Scaffolding on Young Writers' Composition

    Carol Sue Englert;Maragaret Manalo;Yong Zhao

  • The Early Literacy Project: Connecting across the Literacy Curriculum

    Carol Sue Englert;Art Garmon;Troy Mariage;Mary Rozendal

  • Young Writers' Use of Text Structure in Expository Text Generation

    Carol Sue Englert;Sharon R. Stewart;Elfrieda H. Hiebert

  • Measuring Special Education Teacher Effectiveness

    Carol Sue Englert

Frequent Co-Authors

Yong Zhao
Yong Zhao University of Kansas
Lori E. Skibbe
Lori E. Skibbe Michigan State University
George Sugai
George Sugai University of Connecticut
Annemarie Sullivan Palincsar
Annemarie Sullivan Palincsar University of Michigan–Ann Arbor
Alfredo J. Artiles
Alfredo J. Artiles Stanford University

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